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This study is situated within the research field of learning in Massively Multiplayer Online Games (MMOGs) and aims at mapping the field. Through this study, a research framework for the study of learning in MMOGs is proposed. The framework combines the cognitive, the emotional, and the social aspects of learning, and also a conceptual model including features of the players, the groups, the tasks, the designed and the social environment, and the interactions among the players. Furthermore, phenomena and factors directly or indirectly relevant to the support of learning in MMOGs are mapped, based on this framework. A mixed method research approach was employed. The main research methodologies and tools employed were virtual ethnography and questionnaires, for the qualitative and the quantitative approaches respectively. Data were collected through participant observation in different MMOGs, observation in relevant websites and fora, videos of volunteers expert players, individual and g ...
This study is situated within the research field of learning in Massively Multiplayer Online Games (MMOGs) and aims at mapping the field. Through this study, a research framework for the study of learning in MMOGs is proposed. The framework combines the cognitive, the emotional, and the social aspects of learning, and also a conceptual model including features of the players, the groups, the tasks, the designed and the social environment, and the interactions among the players. Furthermore, phenomena and factors directly or indirectly relevant to the support of learning in MMOGs are mapped, based on this framework. A mixed method research approach was employed. The main research methodologies and tools employed were virtual ethnography and questionnaires, for the qualitative and the quantitative approaches respectively. Data were collected through participant observation in different MMOGs, observation in relevant websites and fora, videos of volunteers expert players, individual and group interviews with MMOG players, and questionnaires. Through the combination of qualitative and quantitative data it was possible to investigate and understand the different perspectives of the phenomena emerging. Through the data analysis, a complex set of phenomena and factors emerged, relevant to demographic data of the players, motivations for play, the definition and the emergence of expertise, the skills employed, the learning practices, the interactions of the players, the practices and process in the groups and the community of players, and features of the environment design such as the virtual characters, tools for the support of interactions and communication, the tasks and quests, and functionalities for the support of learning. Confirmatory analysis of the quantitative data through structural equation modeling confirmed the direct and indirect relations of factors such as the social practices for learning, the social aspect and the size of the group, the tools for communication support, and the age and preferences of the players, with the perceptions of skill development through the game. Learning in MMOGs seems to emerge from the combination of both design decisions as well as the practices of the players. Motives relevant to the design of the environment and the interactions among the players engage the players in the acquisition of game-related skills and progress in the environment. Players spontaneously develop groups and communities for learning the environment and collaboratively accomplishing tasks. Understanding of the practices and processes emerging within the framework of the game, and their relations to the design of the environment can provide valuable insights of the way people interact and collaborate in distributed online teams, and also for the development of effective collaborative learning environments with or without the support of computers.
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Όλα τα τεκμήρια στο ΕΑΔΔ προστατεύονται από πνευματικά δικαιώματα.
DOI | 10.12681/eadd/31982 | Διεύθυνση Handle | http://hdl.handle.net/10442/hedi/31982 | ND | 31982 | Συγγραφέας | Βούλγαρη, Ηρώ | Ημερομηνία | 2012 |
Ίδρυμα | Πανεπιστήμιο Πατρών. Σχολή Ανθρωπιστικών και Κοινωνικών Επιστημών. Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία |
Εξεταστική επιτροπή | Κόμης Βασίλης Αβούρης Νικόλαος Μαρτάκος Δρακούλης Ραβάνης Κωνσταντίνος Ζόγκζα Βασιλική Μικρόπουλος Αναστάσιος Εργαζάκη Μαρίντα |
Επιστημονικό πεδίο | Κοινωνικές Επιστήμες ➨ Εκπαίδευση |
Λέξεις-κλειδιά | Διαδικτυακά παιχνίδια μεγάλου πλήθους παικτών; Διαδικτυακά παιχνίδια; Μάθηση; Εικονικά περιβάλλοντα; Εικονικές ομάδες | Χώρα | Ελλάδα |
Γλώσσα | Ελληνικά |
Άλλα στοιχεία | 358 σ., εικ., πιν., σχημ., γραφ., ευρ. |
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Αφορά στις μοναδικές επισκέψεις της διδακτορικής διατριβής για την χρονική περίοδο 07/2018 - 07/2023. Πηγή: Google Analytics.
Αφορά στο άνοιγμα του online αναγνώστη για την χρονική περίοδο 07/2018 - 07/2023. Πηγή: Google Analytics.
Αφορά στους συνδεδεμένους στο σύστημα χρήστες οι οποίοι έχουν αλληλεπιδράσει με τη διδακτορική διατριβή. Ως επί το πλείστον, αφορά τις μεταφορτώσεις. Πηγή: Εθνικό Αρχείο Διδακτορικών Διατριβών.
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